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The Effectiveness of E-Learning: An Explorative and

How effective is e-learning?
The authors have in previous empirical studies within higher education with students who study IT and educational design found that, when the definition of effectiveness was ‘satisfaction’, the students’ previous experience with a variety of e-Learning solutions left the students unimpressed; hence, decreasing effectiveness (satisfaction).
How important is motivation to learn and engage in e-learning?
Motivation to learn and engage with the e-Learning solution is key to effectiveness, especially when effectiveness is defined as the time spent using the product: ‘Results suggest the importance of motivation to learn and workload in determining aggregate time spent in e-learning courses’ (Brown, 2005: 465).
What makes a good e-learning design?
An e-Learning design that accommodates interaction between instructor(s) and peers and provides opportunities to practice the e-Learning material in simulated—or, when appropriate, real-life—work situations also promotes e-Learning effectiveness.
What are the key factors affecting e-learning?
For the e-Learning solution and process, the key factors are ‘interaction’ and ‘practice’. The importance of these factors was determined as a result of the coding of the factors that influence effectiveness as well as the codes including the reasons that e-Learning was or was not effective.

How effective is e-learning?